Course Content
Design, develop and validate assessment tools
Covering the requirements of the TAEASS502 and TAEASS403
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Overview of the TAEASS502
01:57
Determine focus of the assessment tool
03:29
Design assessment tool
06:35
Mapping assessment instrument foundation skills
08:02
Developing the TAEDEL301 assessment tool
01:39
Developing assessment knowledge questions
12:46
Creating assessment observations
09:43
Review and trial assessment tool
01:27
Prepare for validation
01:18
Participate in the validation of assessment tools
07:06
Full validation of the BSBCMM411 assessment tool
47:59
Full validation of the TAEASS301 assessment tool
32:03
Full validation of the TAEDEL301 assessment tool
57:47
Plan assessment activities and processes
The approach to assessing an individual’s or group’s skills and knowledge must be relevant to the work context and the outcomes required by the learners. It involves establishing the who, what, when, where and how of the assessment process by considering the learners’ needs, the work context and the benchmarks they must achieve for a competent outcome. The planning stage is therefore vital to the successful implementation of quality assessment activities.
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Determine assessment approach
02:30
Prepare the assessment plan
09:17
Contextualisation of learning and assessment environments
08:31
Develop the assessment instruments
03:29
Assessing competence
Assessing the vocational competence of a candidate is an extremely important responsibility. You are effectively ‘letting the candidate loose’ to work within an industry with your personal endorsement and that of your organisation. With such responsibility comes a legal duty of care to ensure you follow the appropriate steps and comply with the national standards and industry and organisational benchmarks. The steps used in assessing competence in the Vocational Education and Training (VET) sector are outlined below: 1. Prepare for the assessment by reviewing the assessment plan. 2. Brief the candidate clearly and accurately. 3. Gather valid, sufficient, current and authentic evidence. 4. Make an assessment decision. 5. Give feedback to the candidate regarding the process and outcomes. 6. Document and report the assessment outcomes. 7. Review the assessment for improvement.
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Preparing for assessment
01:56
Gathering quality evidence
01:55
Supporting the candidate
01:16
Make the assessment decision
00:47
RPL assessment
02:51
Record and report the assessment decision
00:38
Review the assessment process
01:17
Conducting a simple assessment
02:20
Assessment question guidance
We go through the assessment questions with you to help you approach each question in the right way.
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Assessment knowledge quiz
11:25
Assessment Cluster
About Lesson

1 

Use information from the candidate and, where relevant, the candidate’s workplace to identify contextualisation needs 

2 

Check advice provided by the training package or course developer relevant to identified contextualisation needs 
3 Determine opportunities for integrated assessment activities and record any changes required to assessment tools

 

 
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